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Test-based Accountability Systems: Concerns for Indiana’s Multilingual Learners and Their Teachers
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In: Scholarship and Professional Work – Education (2014)
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| 2 |
Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary
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In: Boise State University Theses and Dissertations (2014)
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Unpacking the Language of STEM for English Language Learners
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In: Faculty Publications (2014)
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| 4 |
Increasing Student Achievement in English Language Learners through Dual Language: A Policy Advocacy Document
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In: Dissertations (2014)
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| 5 |
Reflective Journaling and the Social Network
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In: Conference Presentations (2014)
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| 6 |
Teachers' attitudes towards and uses of translanguaging in English language classrooms in Iowa
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In: Graduate Theses and Dissertations (2014)
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| 7 |
Describing the Spoken Discourse Practices of Second and Third Grade Classroom Teachers in Appalachia
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In: Theses, Dissertations and Capstones (2014)
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| 8 |
International Undergraduate English Language Learners' Perception of Language and Academic Acquisition through Online Learning: A Qualitative Phenomenological Study
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In: Doctoral Dissertations and Projects (2014)
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Abstract:
Many institutional programs are changing to incorporate more online opportunities as a way to meet the needs of their students. Therefore, international English language learners are being encouraged to take online courses in order to complete their programs of study at United States colleges or universities (Tan, Lee, & Steven, 2010). In this qualitative phenomenological study, the researcher sought to investigate international undergraduate English language learners' perception of and experiences with language and academic acquisition through online learning. This study was conducted with a selected group of 10 undergraduate international students enrolled in the Liberal Arts program at a private four year college in New York State. The data for this study was collected via: (a) participant screening questionnaire, (b) individual participant interview, and (c) focus group interviews. The researcher transcribed the interviews, analyzed the transcriptions, and coded the data into four related themes: (1) perception of online learning, (2) perception of cultural differences, (3) perception of second language acquisition, and (4) perception of academic content acquisition. The findings of this study indicated that overall, participants' perceived advantages and disadvantages regarding English as a second language acquisition, academic acquisition, as well as disadvantages associated with cultural differences.
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Keyword:
and Multicultural Education; Bilingual; Distant Learning; Education; English Language Learner; Higher Education; Higher Education Administration; Higher Education and Teaching; International Undergraduate Student; Multilingual; Online Learning
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URL: https://digitalcommons.liberty.edu/doctoral/873
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1918&context=doctoral
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| 9 |
A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners
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In: Doctoral Dissertations and Projects (2014)
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| 10 |
Instructional Experiences and Schooling Factors of Long-Term English Learners
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In: LMU/LLS Theses and Dissertations (2014)
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| 11 |
In Search of Subjectivity: A Reflection of a Teacher Educator in a Cross-Cultural Context
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In: Educational Studies Faculty Publications (2014)
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| 12 |
The Effect of Morphological Strategies Training for English Language Learners
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In: Research and Evaluation in Literacy and Technology (2014)
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| 13 |
“Miss, nominalization is a nominalization”: English language learners’ use of SFL metalanguage and their literacy practices
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In: Meg Gebhard (2014)
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| 14 |
Blogging and Emergent L2 Literacy Development in an Urban Elementary School: A Functional Perspective
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In: Meg Gebhard (2014)
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| 15 |
The Challenges Latino Parents Of English Language Learners Encounter In Their Child's Schooling: The Politics And The Praxis
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In: Open Access Theses & Dissertations (2014)
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